FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS

• Autor(a) principal: Avelino, Wagner Feitosa
• Data de Publicação: 2023
• Outros Autores: Almeida, Edna Morais Andrade de, Carvalho, Karla de Magalhães
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Inter-ação (Goiânia. Online)
• Texto Completo: https://revistas.ufg.br/interacao/article/view/71498

This article aims to analyze the focus of peasant education, from the perspective of valuing historical and sociological knowledge, in order to understand the educational foundations through a dialectical reflection. As a method, a literature review was carried out using databases and scientific journals with prescribed descriptors that pointed to the education of the field, in light of the Bourdieusian concept of subjectivity in line with Freire's works. As a result, it was identified that even based on the Magna Carta, laws, resolutions and decrees, the effective guarantee of an education desired by the country's schools has become a major challenge for those responsible for educational public policies. Therefore, it is considered that the teaching of the countryside lacks trained professionals, whose training allows a critical reflection of the existing labors for this type of education, in addition to direct investments in rural schools, pressured by an exclusionary economic model, which requires greater social and cultural knowledge of the subjects, so that they can minimize the impacts already suffered historically and now during the SARS-Cov-2 pandemic. KEYWORDS: Field Education. Teacher Training. Socio-historical Foundation.